A correlational study on how reading scores are affected by complementing learning and teaching styles in multiple kindergarten settings

<p>The purposes of this correlational study were to (a) observe the learning styles of groups of kindergarten students and the teaching styles of their corresponding teachers; and (b) determine the effects that the matching of similar learning and teaching styles had on students' reading performances. It was hypothesized that students whose learning styles matched that of their teachers' teaching styles would do significantly better on their reading scores than those students whose learning styles did not match that of their teachers' teaching styles. Teacher and students were assessed using an adaptation of Howard Gardner's Multiple Intelligences Test to determine their teaching and learning styles, respectively.</p> <p>According to the results, most students demonstrated that they were linguistic learners. However, reading scores were not drastically affected when students were not paired with a teacher whose teaching style matched that of their learning style. Thus, the study rejected the hypothesis.</p>

Name thesis:degree_name

M.S. in Teaching

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2006

Author dc:creator

• Monforto, Leslie-Ann D.

Contributors dc:contributor

• Robinson, Randall

• Multiple intelligences--New Jersey; Reading (Kindergarten)--New Jersey
• Elementary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/913

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1913